liverpool schools parliament – Liverpool Museums Bloghttp://blog.liverpoolmuseums.org.uk
Behind the scenes blog covering National Museums Liverpool’s galleries and museums in Liverpool and Wirral.Tue, 06 Dec 2016 10:07:13 +0000en-UShourly1Schools’ views! – Fundamental British Valueshttp://blog.liverpoolmuseums.org.uk/2016/01/schools-views-fundamental-british-values/
Thu, 14 Jan 2016 12:27:26 +0000http://blog.liverpoolmuseums.org.uk/?p=10806Emy Onuora, author of Pitch Black, is our guest writer this week. Find out what happened when Emy came to the Museum to facilitate a day-long event for schools on the subject of Fundamental British Values for Liverpool Schools Parliament and Takeover Day:

“It’s something of a cliché but also true that we often underestimate the capacity of children to think creatively, develop solutions and genuinely contribute to the development of their own education. I was reminded of this, once again, when I facilitated what proved to be a brilliant workshop with Year 6 pupils from Windsor Street Primary School from Liverpool 8, and Whitefield Primary School from Liverpool 6.

“My task was to lead a day-long event in the Anthony Walker Education Centre at the International Slavery Museum on Fundamental British Values, the kind of subject that leaves teachers floundering about how to approach often tricky subjects with school pupils.

“We began the day by looking at exactly what these values are i.e. respect for law, religious tolerance, democracy and identifying and combatting racism. Using readings from my book on the history of black footballers, Pitch Black, and video clips, we discussed the consequences of taking the law into your own hands when justice isn’t served, the historical impact of not combatting racism or religious intolerance.

“Building on the theme of democracy, the pupils were asked to produce a manifesto of what democracy and pupil empowerment would look like in school as well as religious tolerance and promoting respect for diversity.

“Adults get remarkably complacent about these things. We think that because we have bold statements about equality and diversity or we visit a mosque or have a school council, we’re promoting diversity or empowering children, and what this exercise showed was that when we ask children to think outside the boxes that adults have established, the results can be fascinating and humbling.

“If they had as much power as teachers in schools, of course they wouldn’t want to wear uniform and want to eat chips and pizza in the school canteen, but they’d also have free school meals for all, to de-stigmatise those in receipt of free meals, have a wider menu with a range of healthy options, have less English and Maths and more History, Geography, Art and Science and more after-school activities.

“To promote religious tolerance they’d have visits to mosques, synagogues, churches, chapel, temples, freedom halls and cathedrals and pair people of different and no-faiths together to find out more about beliefs and non-beliefs.

“We ended the day with a debate. ‘Should kids be allowed to have as much say as teachers and other adults in the running of their school?’ Two groups spoke in favour and two spoke against. Following the principles and rules of formal debating, one of the teams, who argued against the motion, won with an excellent presentation, but most of the arguments in favour where persuasive and compelling.

“They recognised that adults often got things horribly wrong, but get the chance to make more mistakes, that kids creativity adds value and an important perspective, that it helps involve kids to be part of solutions, rather than always the problem, giving kids ownership will more likely provide solutions that last.

“All in all, a thoroughly enjoyable and brilliant day was had by pupils, their teachers, museum staff and myself and the reason it worked so well, is because kids have such brilliant ideas.”

]]>Should young people have the right to vote on laws which affect them?http://blog.liverpoolmuseums.org.uk/2016/01/should-young-people-have-the-right-to-vote-on-laws-which-affect-them/
Fri, 08 Jan 2016 14:46:05 +0000http://blog.liverpoolmuseums.org.uk/?p=10742

This was one of the questions sparking debate and creativity during the Human Rights School’s Parliament at the International Slavery Museum.

The activities took place on 20 November 2015, which significantly is International Children’s Day and Kids in Museum’s Takeover Day. 2015 also commemorated 800 years since the Magna Carta, arguably the foundation of the Universal Declaration of Human Rights and Fundamental British Values.

Students participated in a range of hands on activities including creative writing and visual manifesto workshops to explore their shared values and how to promote positive social change.

David Skivington and Catherine Rubin Kermorgant, both acclaimed authors covering the subject of slavery in modern India, led creative writing workshops inspired by the Broken Lives: slavery in modern India exhibition. All of the brave and empathetic students produced astonishingly compelling fictions based on hard hitting facts. Both authors acknowledged the high quality of work produced but helped us choose two outstanding pieces by Lucy Bufton and Emmy Edwards, who reflected on child slavery in India.

David Skivington said, “It is a difficult job to choose the best creative piece, they are all so good! In the end I have chosen Lucy Bufton’s piece which is below. I felt it was quite harrowing and captured a lot of the emotion Joginis may feel.”

“Ice cold terror. That’s how I feel, The leaves cut into my skin, making me bleed. The face paint is like a mask making it feel as though I’m not the one about to be dedicated to the Goddess. Everyone is staring at me, filled with anticipation. Once the ceremony is over, the elder men of the village will own until he bored of me. Then I’m nothing. I’ll just be village property…

The ceremony passed in a blur. That part wasn’t so bad. The part after hurt. It felt like I was being ripped apart from the inside out. All I want is to be free, to be happy. However, I daren’t be. I’ll never smile, find love or have a true life. I’m a slave and always will be. Who Came up with this? How can this bring luck to the village? Please just let me die… or let me be me…” Lucy Bufton, Weatherhead High School.

Catherine Rubin Kermorgant said, “I gave the students the choice of three questions and the first was aimed at getting the kids to empathize with the children in the exhibits & talks — I can see how well it worked. The students did a WONDERFUL job. Please extend my greetings to them; it was a privilege to share with them”.

“The thing that affected me the most was how the young girls were oblivious to what they were getting themselves into. It is wrong to take advantage of naïve, depressed young women and it is very tragic and upsetting that it does go on in the world. We are all humans with equal feelings, equal value and have the right to know what dangers lay ahead of them. We live in a modern, advanced world and it is disturbing to uncover that these ancient traditions still go on today, unknown by the vast majority of society nowadays.

We must unite and help these girls who think that suffering is the only way that they can provide for their beloved families. By giving these girls choices, we can enable them to live a joyful life, provide for themselves and their families and hopefully put an end to all forms of slavery forever.” Emmy Edwards, Childwall Sports and Science Academy.

We’re officially launching a new session for schools. It focuses on the legacies of transatlantic slavery and is designed for key stage 3 and 4 students. It has been a while in the making and has been a real challenge to do but I’m really pleased with the outcome and how the session has shaped up.

The legacies of transatlantic slavery are so complex and far-reaching, it was difficult to decide what to include. A consultation with teachers helped focus our ideas and link themes more closely to the curriculum. Still many difficult hours of research and discussion lay ahead for all our education team. Putting this session together has probably been the hardest things I’ve had to do in my years working at the museum but it was equally rewarding and worthwhile.

The session makes the link between transatlantic slavery and our lives today, with five tables each exploring a different theme:

Global inequalities

Stereotypes

Activism

America after slavery

Black people in Britain

It’s a great opportunity for students to develop their research skills by handling and asking questions about objects. On 21 November from 4-6.30pm we’re launching the session for teachers and showcasing our new shiny resource pack. As well as telling you more about the session you can gain ideas about pre and post session activities that might be of use. I’ve also bought new table clothes that I would like to show off, so if you are interested in coming along then please drop me an email; mitty.ramachandran@liverpoolmuseums.org.uk.

And for the students the following day on 22 November we have Take Over Day. We are working with Liverpool Schools Parliament to support local young people make their voices heard. The students will be taking part in a number of debates relating to the Legacies of transatlantic slavery. The debates will be a fantastic opportunity to engage, inform and inspire young people to get active and involved in what matters to them and their communities today. I’m really looking forward to it.